Entries in all categories
During the second half of the nineteenth century in England, the cultures of the great public schools were reformed. Even though Thomas Arnold, headmaster of Rugby from 1828 to 1841 gave his name to the reforms, he was only one of a number of school principals who influenced the process.
In general the reforms meant schools were more likely to attract wealthier middle class families.… Continue Reading »
Sydney, Australia, 1831-1854
The Australian College for boys was established in November 1831. It was one of the earliest collegiate schools in the colony to offer a comprehensive curriculum in post-elementary school subjects, although Rev. Henry Fulton’s Academy had offered a limited classical curriculum in his private school at Castlereagh since 1816. Also the Sydney Free Public Grammar School, originally established by Dr Halloran in the 1820s as a private venture, may have taught some students at the junior post-elementary level.… Continue Reading »
“Whilst realising the difficulties of setting up a human relationships programme in many schools, we feel that an unequivocal affirmation of the validity of homosexual relationships is the only responsible course open to educators. Gay students need support and they need it now. … Effective change in the situation for gay students will not be achieved by decree or by mere good intentions.… Continue Reading »
Australia and New Zealand, 1840-2000
Different schools and different courses of instruction for different groups of students have existed throughout the history of schooling. It is only in relatively recent times, mainly from the mid-nineteenth century that common schools with a common curriculum developed, usually in public school systems.
In this entry, recent approaches to ‘differentiated teaching’ are not considered to any great degree.… Continue Reading »
The range and nature of instructional methods used by teachers with students has a long history. Most teachers adapt variably from this historical bank of teaching theory and methods. In this sense every teacher teaches differently. Nevertheless there are a number of basic approaches that have been used in schools since the British colonisation of Australia from the late eighteenth century.… Continue Reading »
Edited by Kenneth Cunningham, the first director of the Australian Council for Educational Research (ACER), this volume collected the papers given during the travelling conference of the New Education Fellowship through 1937.
Education for Complete Living was likely the most influential of any nongovernment publication about education and schooling in Australia in the first half of the twentieth century.… Continue Reading »
In each of the Australian colonies, usually in the 1870s, there were education acts passed that established public school systems. Their defining characteristics have usually been described as ‘free, compulsory and secular’. The Act that came closest to establishing all three of these conditions at the same time was the Victorian Education Act of 1872.… Continue Reading »
This book was co-written by R. W. Connell (Bob/Robert/Raewyn), D. J. Ashenden (Dean), S. Kessler (Sandra) and G. W. Dowsett (Gary). It was almost certainly the most influential social study of schooling that was written in Australia in the second half of the twentieth century. It had an impact on educational policy, the sociology of education, teacher education, teacher union policy and teachers.… Continue Reading »
The idea that a secondary school could include all youth in a community or neighbourhood, regardless of their social circumstances, belongs to the twentieth century. By the 1970s such comprehensive schools educated a majority of Australian 12-17 year-old youth, but the size of the majority has been in a steady, though slow decline, from the 1980s.… Continue Reading »
After the federal Labor government, led by Prime Minister Gough Whitlam, won office in 1972 it moved quickly to implement its election promises for school reform.
The Interim Committee for the Australian Schools Commission was appointed in December 1972, to be chaired by Professor Peter Karmel. The Committee was to examine the position of government and non-government primary and secondary schools throughout Australia and make recommendations on their needs and on ways of meeting the needs.… Continue Reading »